TEACHING LIGHT + COACHING PRISM
=
RAINBOW OF WORK
Coaching Reflections
"Summer Intensive" Workshop on "Partnering to Learn" in Chicago during June 2013
Last week, I had the privilege of attending Cathy Toll's 3-day Summer Intensive workshop on "Partnering to Learn" in Chicago.
I noticed that her first concern was to honor those who arrived on time by starting on time. She noted physical arrangements, including the temperature of the room, locations of restrooms, and arrangements for breaks and lunch. The agenda for each day was shared, and Cathy mentioned that we could rearrange when needed. She also offered to stay and talk after dismissal each day or to visit at lunch time to discuss individual questions.
We were given empty binders and colored paper to use as dividers so that we could arrange sections as we saw fit; this seemingly also helped us focus on the subject at-hand, in that we didn't have the materials to peruse ahead of time.
She did a quick "assessment" of our needs as a group by asking for a show of hands regarding our teaching/coaching experiences. (While this was reasonably effective, it seemed like providing this information when registering would have been more efficient for advanced planning.)
COACHING
Coaching is not "being the expert." Rather, it honors the teacher as the expert. We were encouraged to think about the coach as Cinderella's coach--it took her where she wanted to go at just the right time.
The structure for this includes:
--Ethics
--Transparency
- Handing notes or allowing teacher to be the note taker
- Explaining your role
- Explaining the teacher's role
--Coach is there to listen--understand the problem via data and description, decide what to try via informed decision making process (using data and description), try strategy/gather data to determine success, revisit problem or find new problem to address. This results in continuous improvement.
MODELS OF COACHING
We discussed the models of coaching and benefits/drawbacks to each when addressed individually: behavioral, affective, intellectual, and collaborative.
Most interesting to me was that coaching for behavioral changes is the least effective when hoping that new learning/strategies will "stick" to the level of application. This type of coaching generally includes observations, demonstration lessons for new strategies, and scaffolding to independence. The problem is that as human beings, we tend to go back to what we've done before when left to our own devices, especially when questions or concerns arise. This was compared to dieting and exercise. It's easy to eat one healthy meal or exercise for a day or two... but it's also very easy (and tempting) to let go of this change when we get hungry, have a craving, or feel tired. Temporary changes of behavior do not create long-term changes.
The affective model includes coaching behaviors that generate "friends" but can create placidity. No research shows that "being nice" in/of itself helps teachers, nor does it improve student learning. Challenges/changes seem optional. BUT we do know that when someone feels better, they are more likely to embrace challenges and changes. We can elevate our work to intellectual and collaborative models when the "affective" portion is addressed properly but not "over done" as the only method for coaching. Our job is to create/expose "meaningful disturbances" in order to find purpose for change.
The intellectual model is when we think and and reflect on student data, content/curriculum, and pedagogy. We make informed decisions based on this data. THIS MAKES A DIFFERENCE. The outcome/goal should be that teachers are thinking and making good instructional decisions based on data and collaboration.
The collaborative model is when teams work and study together; this brings together the behavioral, affective, and intellectual models as teachers think, reflect, and make decisions. This is the ideal model that is apt to generate the highest quality work.
FRAMEWORK FOR COACHING CONVERSATIONS
It's important that you sit side-by-side, as this promotes partnership. It also allows the teacher to see all notes. Taking notes allows you to see patterns in what is being said and to paraphrase as you repeat/clarify information.
QUESTIONS:
- When you think about your work, what gets in the way?
- What else? What else? (continue until brainstormed adequately to get to the real wants/needs--to find the "trap door" and explore what lies beneath)
- Paraphrase/Summarize periodically
- Re-read list, asking the teacher to listen with focus on what s/he'd like to work on today. Remind that you can return to other concerns from the list later on.
- Tell the teacher, "I'd love to partner with you to think about that," and repeat goal.
EXPLORING THE PROBLEM:
- What happens when...
- What is your role?
- What is successful in this right now?
- What would be happening if the problem were solved?
- Do you have any hunches about why this isn't happening?
- Say more about that.
- What are some possible solutions, based on what works?
- Would you like to pursue these hunches as "givens" or would you like to gather data/information?
- Agree on who will do any tasks that need to be done before meeting again.
- When we meet next time, should we work on gathering information about ___?
TROUBLESHOOTING
When a teacher continuously finds new things on which to work, add it to the list of concerns/questions. Remind him/her that we can come back to this list when our current task is complete. This way, the flow of our current work is not disrupted.
Remember that some people work better in teams than 1:1. The stronger teachers can serve as the "hubs" for learning by telling others, encouraging support, and leading the way in modeling behaviors and intellectual/collaborative thinking structures.
Remember to check back on a planned, regular basis.
DANIEL PINK
We watched a "TED" talk on Daniel Pink's work about intrinsic motivation--more on that later. (I have a lot to say!) The bottom line is that as coaches, we need to explore what is happening and consider how to influence it.
TEACHERS = LIGHT (Let it shine!)COACH = PRISM
LIGHT + PRISM = RAINBOW OF BEAUTIFUL WORK
Remember, if any "heat" needs to be applied, that is up to administrators and should not involve the coach. :)
